Design and technology is a relatively new subject compared to more traditional subjects, and during its brief existence, it has garnered widespread debate in schools. This book aims to explore some of these debates and challenges the reader with new perspectives about the subject by presenting and questioning arguments about the purpose, content and place of design and technology in the school curriculum. It will encourage the reader to critically reflect on their own beliefs and practices to reach informed judgements and perspectives that will affect how they teach and think about design and technology.
Exploring the major issues that design and technology teachers encounter in their professional lives as well as introducing new topics they may never have considered before, this comprehensive second edition has been fully updated with 16 chapters focusing on emerging and enduring debates:
How do we do race in design and technology? Whats so special about design and technology anyway? What is design cognition in design and technology classrooms? What is the potential of feedback in the creative processes of a design and technology classroom? Does food fit in design and technology? What is the role of making in design and technology?
With its combination of expert opinion and fresh insight, Debates in Design and Technology Education is the ideal companion for any student or practising teacher engaged in initial training, continuing professional development or masters-level study.
Introduction
Part I: Political and international debates about design and technology
Chapter 1 Government policies and design and technology education
Chapter 2 International perspectives on technology education
Chapter 3 How do we do race in design and technology?
Part II: Debates about design and technology
Chapter 4 Why did design and technology education fail, and what might
replace it?
Chapter 5 Whats so special about design and technology anyway?
Chapter 6 Does food fit in design and technology?
Chapter 7 Role of making in D&T
Chapter 8 Entrepreneurship in technology education
Chapter 9 Gendering the curriculum
Chapter 10 Managing Curriculum Change
Part III: Teaching design and technology
Chapter 11 Influence of teachers perceptions of subject knowledge on
pedagogical approaches
Chapter 12 Transition between primary and secondary school
Chapter 13 Teaching for technological justice: Embracing indigenous designs
Chapter 14 Design cognition in design and technology classrooms
Chapter 15 A hybrid design sketching approach that can drive critical
thinking in design and technology
Chapter 16 Exploring the potential of feedback within the creative processes
of a design and technology classroom
Endpiece
Alison Hardy is an associate professor, writer, researcher, and podcaster. Alison's work centres on design and technology education. She has edited Learning to Teach Design and Technology and Redesigning D&T. You can find out more about Alison on her website dralisonhardy.com or on Twitter @hardy_alison.
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